The Five Senses Grade One Andrea Glydon

Table of Contents: Section one: Getting Started Essential Question Rationale Scope Curriculum Connections Foundational Objectives Adaptive Dimension Aboriginal and Cross-Cultural Content Technology-Enhanced Learning Comprehensive School Health Materials and Resources Section two: Lesson Planning Introductory Lesson: Language Arts: Our Five Senses Science Lesson: Classifying using our senses Art Lesson: Textures Math Lesson: Graphing Phys-ed Lesson: Sense Inhibitors Science/Language Arts Lesson: Exploring Apples pt. 1 Arts-ed Lesson: Exploring Apples pt. 2 Closing Lesson: Science: Review of what we know

Section three: Rainy Day Possible lesson options Possible “centres”

Section four: Assessment Math Assessment Social Studies Assessment

Section 1: Getting Started Essential Question: Why are our senses so important to us? Scope: Throughout this unit, my students will learn what our five senses are, why they`re important and how we should take care of them. They will be engaged in active, experiential, hands-on learning, both individually and as a group. They will experience our five senses not just in Science, but in all subjects so that they have a strong, wide grasp on the five senses and the importance of them. Rationale: Everything that we do, whether it be walking our dog, making supper, or watching television, involves our five senses. They are involved in all that we do, which is why it is so important to understand how our senses work, what they do and how to protect them. This unit is also a great chance to open up conversation to the fact that not everyone has all five senses (example: loss of hearing), and allow children to be curious, to question and to become empathetic towards them. Curriculum Connections: Language Arts -Work on the proper language for our senses -reading and writing skills

Arts Education -work with textures -work with colours

Physical Education -Trying different activities with certain senses inhibited

Math

Science

-Work on graphing -Work on Charting -Work on categorizing, or grouping

-How our senses work and are protected -How we classify senses and what they can do for us.

Social Studies -Great opportunities to talk about how everyone is different but that`s ok

Foundational Objectives: 1. Discuss the safe use of the sense organs. 1. Identify the parts of the sense organs which receive the input. 2. Recognize how to protect the sense organs from damage. 3. Appreciate the diverse uses of the senses. 2. Match each sense with the organ through which its sensory input is gathered.

Health -How to protect our senses, and how they work

1. Identify common sources of sound. 2. Identify objects by their odour, texture, taste, colour, sound, or other characteristics. 3. Determine the source of a sound or an odour. 4. Determine the colour produced when different colour pigments are mixed. 5. Appreciate the diversity and value of the information which we receive through our senses. 3. Exhibit ability to compare and classify. 1. Classify objects by using the senses. 2. Classify sound by pitch and by loudness. 3. Recognize that the same group of things may be classified in a number of ways. Knowledge: For my students to understand: -

The importance of our senses How our senses work How to protect our senses How to classify our senses

Skills: For my students to be able to: -

Categorize objects by what sense we use to classify an object Name what parts of the body use which sense

Attitudes: For my students to value: -

The diversity in our senses Our senses, because not everyone has the use of all 5

Adaptive Dimension: I am lucky in that I have already time with my kids and feel comfortable enough with the knowledge that I have gained about them to make a lesson plan for them that will suite their needs. That being said, I have planned my unit with adaptive dimensions both prepared and integrated into my lesson plans, as well as bringing the mind set that I may have to adapt while ``on my feet`` so to speak. I think that the most important thing about adaptive dimensions is the ability to adapt at any time. I am prepared to do so, by planning extra assignments, and being prepared to not get through all that I have planned. (For further information and examples, please see lesson plans) Aboriginal and Cross-Cultural Content: One of the biggest ways that I am including crosscultural content is by always recognizing that we are different, and that`s ok. By acknowledging it, allowing my children to question it, and then by exploring it as a class, I hope that my students learn we are all special and different. As for Aboriginal, I am using books that have aboriginal people in them for our discovery table, and as a link on our blog. I am also using

aboriginal content in my art project by having things like beads and feathers available for them to inquire about and learn about. The students in my class are not very familiar with the computers in the classroom, so, for my three

week block I am trying 2 technology-driven ideas. The first being a blog that the parents, families, students, teachers and people from around the world can check out and see what is happening with our class. The second, is by involving technology into our centres. We are having both a strictly technology centre, and technology at various centres to both engage and educate the children on technology.

Comprehensive School Approach Comprehensive school health(CSH) is very important to me. At first glance of CSH, I was very intimidated by everything that it suggested to touch on. However, after looking through it in greater detail and creating my unit plan, I know see that it is a very integrated approach to health, that should be almost natural to teachers. One of the main CSH pillars that I am addressing is partnerships and services. My teaching partner and I have created a blog for the parents, fellow colleagues, family members, and people around the world so that they can explore and learn what we are doing in our classroom, as well as what to expect in future days. By having this blog, we are hoping to create a link between the families, community and our school for better partnerships and interaction between all three. Brain breaks are something that we have focussed a lot on, and I am going to try using them while teaching. I am going to see how the children react to them, good or bad and go from there. Currently, they are always in their desk, quiet, so I am really interested to see what happens when they are given brain breaks-does it improve their attention and learning, or get them further off task? A focus for me, doing the five senses is for children to gain the knowledge and understanding that we are all different and that although we do not all have five senses, or do not use them all the same way, that does not make us weird, just different, which is ok. By getting the children to realize everyone is different I hope that they gain empathy and a better understanding towards those not like them. I think that in order to have a CSH school and class, you must all be very accepting and understanding. Healthy eating is already enforced, during their snack time they can only eat healthy snacks, and unless they have water bottle they must wait till lunch. I want to try allowing for drinks more often, obviously not in the middle of something important, but when transitioning

between classes. This is a great way to bring up drinking the allotted amount of water, when to drink more/less, and how to tell if you’re drinking enough. Basically, my goal is to incorporate as much of the CSH approach during my three week block to really get a better idea of what it looks like, and how to use it more in the future.

Materials & Resources: Teacher Resources: -

Health and Learning: Safe and Caring Schools, Canadian Teachers Federation Elementary Science Curriculum Study: Teaching Guide, Memorial University of Newfoundland, 1973 Science and Literature Together, Dr. Don Nelson, Western Illinois University 1993 Canada’s Physical Activity Guide for Children, Public Health Agency of Canada Evergreen Curriculum-Saskatchewan Ministry of Eduction The Five Senses: http://edtech.kennesaw.edu/web/5senses.html o An instructional resource for teachers on lesson plans, ideas, activities and more Neuroscience for Kids - http://faculty.washington.edu/chudler/chsense.html o Contains activities, informational/instructional ideas and strategies, etc.

Children’s Resources: -

“My Many Coloured Faces”-Dr. Seuss “Forest Friends’ Five senses”- Cristina Garelli “The Five Senses”- Adele Ciboul “Wow! : the most interesting book you'll ever read about the five senses” - Romanek, Trudee “My Five Senses”- Aliki “The Five Senses” series-Maria Rius “Sense Suspense: A guessing game for our 5 senses”- Bruce McMillan “Sense in the City”- Shelley Rotner “My Own Five Senses” -Caviezel, G. Come to your senses-Think Quest Junior (http://library.thinkquest.org/3750/ ) Learn:The Five Senses- YouTube

Parents Resources:

I created a blog (along with my teaching partner) to create a connection between the families, community and our class. On the blog there are websites, games, books, information on what we’re learning in class, and much more for the students, families and others to learn more about what we’re doing and the Five Senses! -

http://healthygradeone.wordpress.com

Section 2: Lesson Planning Lesson Plan Template Name: Miss.Glydon

Date:

Subject: Language Arts

Grade: One

Content: (Topic) 

Creating a Five Senses booklet about what we like about our 5 senses

Learning Objectives: 



Teaching Strategy: -Reading for meaning -Group discussion/Brainstorming -Independent learning

Assessment: .

Ability to identify and Describe senses



To manage ideas and information



check their books to ensure they followed the instruction on how to make the book properly put accurate words with the proper sense

Adaptive Dimension: For the children who are good writers, allow them to make sentences, not just words.

Common Essential Learnings (CEL’s): Communication, Critical and Creative Thinking, Prerequisite Learning: Basic writing skills, Basic knowledge of our senses (not that are our senses, necessarily, but that our eyes see) Lesson Preparation: Equipment/materials “The Five Senses” book Advanced preparation: Create booklets

Presentation: Set ( 20 min) -In their desks, show the students 5 boxes, explain that there is something different in all of them, to figure out what is inside, we are going to use our senses. Does anyone know what our 5 senses are (give hints, if they don’t) -Show them one box and say using only your sight, guess what’s inside, walk around the room allowing them all to see the box. Using their hands, have the children guess what it might be. -Then the next box have them close their eyes and listen (shake the box), etc. to all 5 boxes.

Classroom Management Strategies

-Although excited, ensure that they’re still being quiet and following instructions on what to do with the boxes.

-Only ask the kids who have their hands raised.

Development ( 35 min) -On the carpet, have them gather and listen to the reading of the book “The Five Senses”. -Talk about each sense as they are brought up in the book, do we do those things with our senses? -After the book, talk about different things we do with each sense. For example, with my hearing sense, I like to listen to music, or with my taste sense I like to eat pizza! (note how we all have different uses for our senses)

-Don’t begin til everyone is listening -Only choose kids who have raised their hands.

-Have them sit in their desks and show them how the books are made. Hand out the sheets, and explain how to fold the books

Closure ( 5 min) Once the children are done their books, have them read the book to either me, or to a classmate, seeing if they can spot similarities or differences.

-Don’t start until all the children have their pencils down and are listening.

-While working on books, walk around the room to ensure they’re working alone.

Lesson Plan Template Name: Miss. Glydon Subject: Science

Date: Grade: One

Content: (Topic) 

Teaching Strategy: -Peer practice

Classifying various objects based On the senses we’d use to classify

-Group discussions and examples -Demonstrations

Them. Learning Objectives:   

Classify objects using senses (3.1) Group objects into sense categories (3.3) Observe and compare objects (math)

Assessment:  observation of group work to ensure they are working together cooperatively  check their pages, to see if their senses are matched correctly.

Adaptive Dimension: -By deciding the partners myself, I’m ensuring that they are able to help and be helped.

Common Essential Learnings (CEL’s): Communication, Personal and Social values and skills

Prerequisite Learning: -Basic knowledge of 5 senses, and “grouping” Lesson Preparation: Equipment/materials Worksheets, Advanced preparation: -make math worksheets -match partners ahead of time

Presentation: Set ( 10 min)

-Review the 5 senses and our Five Senses books. -Talk about how we use each sense and how they help us to discover objects. During this conversation I’ll ensure that the children grasp what classifying means. (prompting questions)

Classroom Management Strategies

-Allow for children to give their ideas, using their hands.

-Then show an object and ask a child which sense they would use, then ask another child if there is another sense that they would use to classify it? Marking the answers on a large class chart-showing the children that different senses can be grouped into different categories. Development ( 40 min) -Have the children slide their desks beside a partner. -Hand out the objects page and the chart page. -Using an example on the board, explain to the students that they will have to take each object and decide which senses they could use to classify each object, reminding them that they can use more than one sense, but they don’t have to.

-Although the children are working together, ensure that the volume is moderate. -play music in back ground?-which sense are we using? -Have children replay the instructions back to me so I know they were listening

-Explain to them that they can use their partner to help them decide which sense we should use. - Before they begin, make sure they cut out ALL the objects before beginning to glue any on! (reminder: have envelopes for the children to put their names on and their objects inside) Closure ( 10 min) -Once the children are done, have them help their partner. -Then use the Adventure Bag of the 5 Senses

-Walk around the room to ensure that they are helping, not doing!

Lesson Plan Template Name:__Miss. Glydon Subject: Arts-Ed

Date:___________________________ Grade:____One_________________

Content: (Topic) -

Exploring textures through the sense of

Teaching Strategy: -Artistic expression -Experiential learning

touch and artistic expression Learning Objectives:   

Understand the element of texture Begin to talk about and respond to, their works of art Identify by texture (Science 2.2)

Assessment:  using a checklist format, look for at least 3 different textures, and ability to communicate how they were feeling during their art and why they chose the textures they did. (see attached)

Adaptive Dimension: If children are having trouble communicating how they feel ask them questions to help them along. Or, allow them to do a thumbs up, thumbs down type of communication. It children are finishing early, have them write a sentence about how the activity made them feel. Common Essential Learnings (CEL’s): Critical and Creative Thinking, Communication(expressing their ideas), Independent Learning

Prerequisite Learning: Students will need to know the basics of collaging, or independently creating an art piece of some kind. Lesson Preparation: Equipment/materials Various textured materials-see material list attached, blank paper, emotion cards

Advanced preparation: Finding textured materials, creating texture table, making emotion cards.

Presentation: Set ( 10min)

Classroom Management Strategies

-Begin by reviewing our 5 senses

-Sit in a circle, to see everyone

-Focusing on touch, discuss how when we feel things, we are feeling their texture (ie. Everything has a texture-have them feel their clothes, the mat, their skin-how does it feel?)

-When touching for textures, ensure there is no rough housing or inappropriate touching.

Development ( 40 min) -Bring out the texture table and have the children close their eyes, put a different texture in their hands and have them feel the texture and describe what it feels like (going around the circle one at a time) -Then have the children open their eyes and look at their object, then have them look at the texture table and feel all the different textures. -Bringing out some emotion cards, talk about how art makes us feel certain ways. When we look at things, and touch things, we feel emotions-maybe happy, sad, joyful, content, relaxed, etc. For example, when I look at a pom-pom I feel happy, you may feel something else-we all feel different and that’s ok. -Talk to the children about creating art based on the way we feel. So if I’m feeling happy I may use bright colors, if I feel sad, I may use darker colors. But you can use anything you want.

- Watch for students to wait their turn to share how they feel -Don’t talk until all the children are listening and paying attention -Allow for students to give their input on how a texture may make them feel, or why they’d chose a certain texture based on feeling.

-Don’t give instruction until all children are listening- have them repeat the directions to me so I know they were listening

-The children must use at least 4 DIFFERENT textures, but they’re more than welcome to use more textures than that. Closure ( 10 min) -Once the children are done with their art, I will go around and they will tell me how they felt when they were making this, and why they chose what they did. If done early, have them write the emotion they felt, or a sentence about the emotion.

-Have the children raise their hand when they’re done and only go to the children who are raising their hand quietly.

Student

Used 4 Textures (1-4)

Could express their feelings in their pictures (1-4- 1=no, 2=needed prompting, 3=needed help, 4=could communicate easily)

Lesson Plan Template Name: Miss.Glydon

Date:

Subject: Math

Grade: One

Content: (Topic) 

Graphing what senses we use most

Teaching Strategy: -

interactive

-

independent Learning brainstorming surveying

-

Learning Objectives:  

Modeling and representing numbers and operations Classifying object based on hearing, touching, taste, sight and smell

assigned Questions Assessment:  observation: Are the children giving accurate answers and ideas  exit slips: Are the conclusions accurate

Adaptive Dimension: If struggling, do conclusions as a class. -if students having trouble figuring out the senses, have them pretend to do the activity paying attention to our senses being used.

Common Essential Learnings (CEL’s): Numeracy, Communication, Critical and Creative thinking Prerequisite Learning: -Basic concept of graphing and our 5 senses Lesson Preparation: Equipment/materials Chart paper, class graph, possible task ideas (of daily tasks) Advanced preparation: Make chart paper and class graph

Presentation: Set ( 15 min)

Classroom Management Strategies

-Ask the students to name things we do daily, and write them on a chart. (what we’re doing is called data collection, to gather information)

-Remind the students to make, and only take realistic/appropriate tasks

-Then ask the children, which sense(s) we would use to accomplish these daily tasks, and add them to the chart

-only take students who are raising their hands

Development ( 30 min) -Bring out a large graph and place it at the front of the room, do they know what this is? -We’re going to create a graph based on the information we just collected!

-Choose different students every time -Only those who raise their hands

-Allow the students to help set up the graph. -Once the graph is created, have the children relay the information to you (how many times did we use our hearing sense, etc.) -Make sure the children are finding the information, not saying their wrong if incorrect, but finding out how they got that, and trying to help them find the right answer. -Get the children to not just get the information, but to fill in the graph. Closure ( 15 min) -Once the graph is complete, have the children make conclusions based on the completed chart to ensure they understand what the chart means (i.e. what sense did we use most/least)

-Walk around the room to ensure the children are doing their own conclusions, if confusion, do as a class.

Lesson Plan Template Name: Miss Glydon

Date:

Subject: Phys-ed

Grade: One

Content: (Topic) 

Exploring activities with sense inhibitors

Teaching Strategy: -Experiential -Active learning -Partnerships

Learning Objectives:    

Identify the diverse use of senses Discuss and understand the importance of senses Describe what happens of one or more of the organs is/are not healthy Examine similarities and differences in people

Assessment:  taking notes on a clipboard about the students on rubric  anecdotal records

Adaptive Dimension: -If partners are having trouble doing the tasks, try pairing them with another partner, or switching up partners. -If they are finding it too easy, have them try a harder task, or both partners wear sense inhibitors. Common Essential Learnings (CEL’s): Communication, Personal and Social Values and Skills

Prerequisite Learning: -basic body awareness and coordination Lesson Preparation: Equipment/materials - blindfold, ear plugs, nose plug Advanced preparation: Gather blindfold, ear plugs, nose plug Create activities for each station

Presentation: Set ( 10 min)

Classroom Management Strategies

-Begin with warm-up-stretching and laps - Stretch all body parts - 3 laps around the gym (jog, skip, walk) -In circle, talk about the 5 senses and how people use them -Some people don’t have all 5 senses-what do you think it’s like for them

-Stand where everyone can see me and have “leaders” to show the right way -Use raising hands to discuss our senses and people without them, only take answers from those who do raise their hands

-Today we’re going to explore what it would be like to live without certain senses -Explain that in pairs, we are going to take turns inhibiting (use simpler terms and demonstrate) one sense at a time. One partner will inhibit their sense while the other leads them through a task. Once the partner finishes, or when I blow my whistle, you will switch roles.

-Only talk when they are all listening and paying attention -Sit in circles so I can see everyone and they can all see me

-Split the students into pairs and give each pair a sense inhibitor. Development ( 25 min) -Demonstrate with Mrs.Cronan the proper way to lead your partner to and through the activity, ensuring safety is followed-talk about the proper safety precautions. -Inhibit one partners senses and blow the whistle to begin. Watching to see how long it approximately takes to complete an activity, blow the whistle every 3-5minutes for the children to switch roles.

-Use demonstration to show proper way and give an example to follow -Walk around room taking notes and ensuring everyone is being safe -Watch the children to make sure their partners are working, if not working switch partners

Closure ( 5 min) -Once all the children have had a chance at inhibiting their senses, blow the whistle, clean up and head back to the class. Once there, talk about what it was like to not have the use of a sense-grow empathy.

-taking turns and encouraging empathy

Lesson Plan Template Name: Miss Glydon Subject: Science/Language Arts

Date: Grade: One

Content: (Topic) 

Using exploration through apples to create a lost of descriptive

Teaching Strategy: -Experiential -Manipulatives

words

Learning Objectives:  

Identify by odor, texture, taste, color, sound and others Diversity and value of information we receive through our senses

Assessment: .  using a checklist with the children’s name, walk around the room and see if children are exploring their apples and using all of their senses.

Adaptive Dimension: If children are struggling with the exploration, allow them to pull their desk beside a friend to help them. If they are finding the exploration easy, give the more difficult tasks to complete (ie-challenge them to cut out a shape, or really use their sense to create descriptive words) Common Essential Learnings (CEL’s): Communication,

Prerequisite Learning: Concept of the 5 senses Lesson Preparation: Equipment/materials -gather apples, paper towel, plastic knives Advanced preparation: Find apples, paper towel, plastic knives, tasks for the children to complete

Presentation: Set ( 7 min)

Classroom Management Strategies

-Begin by having the children name the 5 senses as a group -Talk about exploration and how we can use all of our senses to explore ONE object -Today, we are going to explore apples using all 5 of our senses -Show each child the tools they will receive

-Raise hands to answer questions -Don’t talk during their moving of the desks -Ensure all the kids can see me before moving on

-Have then gather in groups of four (so they can all still see me at the front) -Explain and discuss the importance of following my instructions and being safe when handle the knife. Development ( 24 min) -Hand out apples, paper towels and knives (if children notice, talk about how all apples are different-possible great teaching moment)

-Take note of their curiosities and flow with them -Walk around the room ensuring the groups are on task and safely exploring

-Begin by having the children feel the apple, not texture, temperature…anything else we FEEL -Then have them cut into the apple, what do you hear, smell -Then give the chance to play around with the apple, seeing what they hear, smell, feel, see, and can taste

-Allow for creativity and curiosity, but watch for safety

-After they have been able to explore, tell them we’re going to do an Art piece with the rest of the apple (see next lesson plan)

Closure ( 5 min) -Before beginning the art project, take note of some of the things they noticed about the apples, anything stand out- which sense did you use most? Etc.

-encourage, and only take those who raise their hands, or go around the room and give everyone a chance-only talk when it’s your turn

Lesson Plan Template Name: Miss Glydon

Date:

Subject: Arts Ed

Grade: One

Content: (Topic) 

Exploring colors through apple art.

Learning Objectives:  

Determine color produced when different pigments combined Understand the elements of shape, form and color

Teaching Strategy: Experiential learning, Artistic expression

Assessment: .  Observation: Are they mixing the colors correctly, working well together?  when sheet handed in, were they able to make apple shapes and use different colors. (1-4 Rating Scale)

Adaptive Dimension: -If groups aren’t working well together, move them around. -If some are having trouble with color mixing, encourage group members to help, or do it as a class. -If finding it easy, encourage them to try to make shapes in the apples that work around a particular sense. Common Essential Learnings (CEL’s): Communication, Personal and Social Values and Skills, Critical and Creative thinking

Prerequisite Learning: -knowledge of basic painting skills, previous “apple exploring” lesson Lesson Preparation: Equipment/materials -Art supplies (paint brushes, paint trays, paints,) Advanced preparation: -Do “Exploring apples” pt1

Presentation: Set ( 15 min) -Have primary colors laid out (paints) and ask the children if they know what these colors are called -Explain to the children they’re called primary colors, and these three colors, when combined make all others colors -Have kids guess which colors make what other colors

Classroom Management Strategies -Although there is

excitement, ensure they are all listening before talking or explaining -Only accept ideas from those who raised their hands

-Once all the colors have been made, give the children their own sets of paints-only the primary colors

Development ( 35 min) -Show them how to place the apples in the paint, then touch them to the paper to create a design. -Have them go back to their desks -Encourage making various colors, and using their knives to cut out shapes and designs from the apple -Encourage conversation within the groups around the colors being made and the shapes they’re creating

-Ensure to tell them, NOT to begin (touch the paint) until I say so -Allow to begin only once everyone is quiet and replays the instructions to me -walk around the room ensuring safety -Listen in on groups to her and guide their questioning

-Nearing the end, have the children clean-up, but leave the paints there.

Give clear instruction on cleaning up before allowing the children to move about the room

-Allow group members to share something they created, found interesting, or learned

-Only ask students who raise their hands

Closure ( 10 min)

Lesson Plan Template Name: Miss Glydon

Date:

Subject: Language Arts/Science

Grade: One

Content: (Topic)  Review of the five senses unit and how we classify them.

Teaching Strategy: -Independently learning -Reviewing -Group reviewing

Learning Objectives: 

Review of (1.3, 2.5, 3.1, 3.3)

Assessment:  once handed in, go through the chart and mark how the student did (if give a lot of help to the student, make a note on the paper)

Adaptive Dimension: If students are struggling, help them with a concept for figuring it out.

Common Essential Learnings (CEL’s): Critical and Creative Thinking, Independent Learning Prerequisite Learning: -charts, knowledge of 5 senses and identifying the senses we use to identify objects

Lesson Preparation: Equipment/materials -charts, Advanced preparation: -Make the charts for the children

Presentation: Set ( 10 min) -Begin by talking about the 5 senses, having the children recall any information they may remember that they learned. -Introduce the concept of the chart, and how we previously matched objects with the senses we would use to identify/classify them.

Classroom Management Strategies -raising hands -Allow different students to answer each time

Development ( 20 min) -Hand out the charts and explain to the children the task of looking at each object and the sense above and checking each sense that we would use to identify that sense.

-Don’t talk until everyone is listening

-Go through the objects as a class

-Allow for various concepts/ theories, and explain in detail-less confusion

-Go through the first object as a class (talk about concepts or theories they may use to try to figure out the answer, ie imagining doing it) -Allow for the children to work independently until finished -Once all children are finished, play 20questions, but they must choose an object from around the classroom and the rest ask questions based on senses (ie. do you feel fuzzy)

Closure ( 15 min) -Once they are done, hand in and go over the chart as a class -Were there certain things that helped them to figure out the answers (ie imagined doing the activity or seeing the object)

-talk about any answers they were unsure about, or confused -Great time to talk about conflicting answers (possible different ideas)

Section 3: “Rainy” Day Lesson ideas: -

How do we protect our senses/keep them healthy-relate to healthy bodies o Relating to the healthy body unit, talk about how our senses could be hurt or at risk o How would we protect our senses-staying healthy o Focus on using things to help keep our senses protected (ex: washing hands (touch), cleaning our ears, covering them when it’s windy (hearing), etc.

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Have students create poems based around a particular sense (in groups/partners) o Put students in groups, or pairs if needed o Have them choose a sense (not whole class, same sense) o Guide them through poem technique and how you’d write a poem o Give them sentence starters, or allow for them to be only words, in a creative way o Have them perform the poem some way

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Take students on a walk outside and have draw 3 things the noticed o What did they notice o Why? o What sense did they use? o How do they know that? o Do you think if we went back you’d notice something differently Create a word wall with words that describe senses o Categorize them by the different senses o Allow for children to help you sound the words our for spelling o Have the word wall where they can see it and use it whenever need/want

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Possible Centres: Literacy centre: -Have a tin container with magnet letter inside, children can take the container wherever they wish and spell out words, or try to organize the letters into certain patterns (encourage students to find words around the room)

- Have sense books and Healthy bodies books, and include sentences from the books for them to try to fill in the blanks Technology Centre: -Have the four computers available for use, with interactive sites about the 5 senses and healthy bodies

Sense centre: -

Using a piece of paper, create a poem using only words relating to senses Have children draw a sense organ, inside put objects that could be identified using that sense

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Have students create a picture using play-doh, markers, textures, etc. Base the picture on spring Encourage the children to be 100% creative

Arts: